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Mathematics Education
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Early Childhood Mathematics: An 18-month study will synthesize and analyze the past twenty years of research on early childhood mathematics from a number of disciplinary fields, draw out the implications for policy and practice affecting young children as they move through the preschool years and begin formal schooling, and provide research-based guidance to increase the numbers of young children, especially vulnerable children, getting off to a strong start in learning mathematics during their first years of schooling. It is designed to capitalize on the research literature in the field. The committee held its first meeting August 9-10, 2007. Click here for the agenda and committee membership.
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Featured Reports
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On Evaluating Curricular Effectiveness: Judging the Quality of K-12 Mathematics Evaluations (2004)
The Committee was charged to determine whether currently available data were sufficient for evaluating the effectiveness of evaluations for thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials. After reviewing close to 700 such evaluation studies, the committee concluded that although there were many thoughtful reviews, the corpus of evaluation studies did not permit one to determine the effectiveness of individual programs with a high degree of certainty. However, the committee did offer a framework for curriculum evaluation which should be most useful to curriculum developers and evaluators as well as to those who select mathematics curricular materials for their school districts or states.
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Mathematical and Scientific Development in Early Childhood: A Workshop Summary (2005) describes the discussions that took place at a workshop examining research on the ways children’s cognitive capacities can serve as building blocks in the development of mathematical and scientific understanding. You may read and search the full text of this book online at http://www.nap.edu/catalog/11178.html
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How Students Learn: Mathematics in the Classroom (2005) builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. This book shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. You may read and search the full text of the book online at http://books.nap.edu/catalog/11101.html
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Next Steps in Mathematics Teacher Development: Report of a Workshop (2003) summarizes, on a CD, a workshop focused on the mathematical knowledge needed by high school teachers of mathematics, how teachers come to acquire that knowledge, and the roles that both pre- and in-service teacher development play in building a cadre of exemplary high school teachers of mathematics. You may order the CD online at http://www.nap.edu/catalog/10825.html
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Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002) looks at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=10129
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Studying Classroom Teaching as a Medium for Professional Development (2002) is record of a workshop that took place August 2000. MSEB and the U.S. National Commission on Mathematics Instruction, together with educators from the Japanese mathematical community, hosted this workshop on teacher development in Makuhari, Japan. The workshop considered the knowledge needed by mathematics teachers about content and instruction and the relation of these needs to the teacher development programs in the two countries. A videotape accompanies the book and includes video selections of classroom lessons and a Japanese post-lesson discussion. You may read and search the full text of this book online at http://www.nap.edu/catalog.php?record_id=10289. An online version of the workshop proceedings is also available.
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Helping Children Learn Mathematics (2002) explains the five strands of mathematical proficiency and discusses the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers. You may read and search the full text of this book online at http://www.nap.edu/catalog/10434.html
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Adding it Up: Helping Children Learn Mathematics (2001) discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics. You may read and search the full text of this book online at http://www.nap.edu/catalog/9822.html
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Knowing and Learning Mathematics for Teaching: Proceedings of a Workshop (2001) addresses two major topics of discussion: (1) What is the mathematical knowledge teachers need to know to teach? (2) How can teachers develop the mathematical knowledge they need to teach well? Mathematics teacher educators, mathematics education researchers, mathematicians, K–12 school supervisors, and classroom teachers explored these two questions by considering actual tasks of teaching practice, such as remodeling problems, analyzing student work, or managing discussions. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=10050
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Mathematics Education in the Middle Grades: Teaching to Meet the Needs of Middle Grades Learners and to Maintain High Expectations: Proceedings of a National Convocation and Action Conferences (2000) summarizes a national convocation and three conferences that brought together mathematicians, teachers, and others to discuss ways to improve mathematics instruction and comprehension in the middle grades. The convocation was structured to present the teaching of middle school mathematics from two points of view: teaching mathematics with a focus on the subject matter content or teaching mathematics with a focus on the whole child and whole curriculum. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9764
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Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards (1999) offers guidelines that educators at state and district levels can use to develop multiyear, interconnected, and cumulative mathematics and science programs. When it comes to selecting mathematics and science instructional materials, school districts often have a smorgasbord of options. But educators seldom receive guidance on the most effective ways to assemble the materials to create coherent curricula. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9658
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High School Mathematics at Work: Essays and Examples for the Education of All Students (1998), a collection of thought-provoking essays by educators, business leaders, and mathematicians, examines how a core high school or community college mathematics curriculum can prepare students for both formal education and immediate employment. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=5777
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The Nature and Role of Algebra in the K–14 Curriculum: Proceedings of a National Symposium (1998), a joint project with the National Council of Teachers of Mathematics, includes papers on the role of technology in teaching and learning algebra, examples of students’ algebraic thinking, and discussion of innovative instructional materials. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=6286
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Improving Student Learning in Mathematics and Science: The Role of National Standards in State Policy (1997), a joint project with the National Council of Teachers of Mathematics, examines strategies for implementing national education standards in mathematics and science, and recommends state-level policy approaches for improving curriculum, textbooks, teaching, assessment, and the state infrastructure to support standards-based education. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=5844
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Mathematics Preparation of the Technical Workforce: Workshop Report (1995) summarizes a workshop that brought together mathematics, mathematics educators, vocational educators, business leaders, and representatives from federal and private funding agencies. You may read and search the full text of this book online at http://books.nap.edu/catalog.php?record_id=9066
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See the list of Math and Science Education reports from the National Academies Press.
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